Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall

Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall Program Title: America: Pathways to the Present, Modern American History (c) 2007 Components: Student/Teacher Editions Grade Level(s): 11 Intended Audience: High School s Map - Basic Comprehensive Program Grade Eleven - History-Social Science United States History and Geography: Continuity and Change in the Twentieth Century Students in grade eleven study the major turning points in American history in the twentieth century. Following a review of the nation s beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection. PUBLISHER CITATIONS* Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. 11 (1) Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded. 40 49, 53, 100 101 42 44, 45 46 11 (2) Analyze the ideological origins of the American Revolution, the Founding Fathers philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights. 40, 54 53, 64, 100 101 40 46, 49, 50, 57 59, 61 62 Education on Feb. 6, 2002. 1

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (3) Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization. 11 (4) Examine the effects of the Civil War and Reconstruction and of the industrial 11 11.2 revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power. 11 (1) Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair s The Jungle. 89, 123 98, 100 101, 125, 146 147 193, 200, 226, 352 243, 247, 304, 382 205, 211, 216, 221, 222 223, 235, 356 253, 254 255, 309, 316 317 89 91, 92, 123 124, 167 168 200 205, 206 211, 212 216, 218 221, 226 235, 352 356 Students analyze the relationship among the rise of industrialization, largescale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. 243 246, 247 253, 304 309, 382, 385 11 (2) Describe the changing landscape, including 297, 304 303, 309, the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class. 316 317 297, 299 300, 304 306 11 (3) Trace the effect of the Americanization movement. 321 325, 342 321 322 11 (4) Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers. 308, 390 309, 316 317, 393, 408 308 309, 390 393 11 (5) Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders. 237 242, 254 238 242 11 (6) Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography. 226 235, 254 227 235, 355 Education on Feb. 6, 2002. 2

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (7) Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody). 239, 312 242, 315, 356 239, 246, 312, 356 11 (8) Examine the effect of political programs and 280 281 282, activities of Populists. 284 285 281 282 11 (9) Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson). 382 383, 389, 396 387, 395, 402, 408 409 384 387, 390 395, 397 402 11 11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty. 11 (1) Describe the contributions of various 19 20, 23, religious groups to American civic principles 32, 126, 311 and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and selfrule, worker protection, family-centered communities). 23, 33, 134, 315 20 21, 23, 33, 127 129, 312 11 (2) Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times. 32, 114, 312, 469 33, 473 32 33, 114, 115, 312, 470 Education on Feb. 6, 2002. 3

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (3) Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-catholic sentiment, anti- Semitism). 11 (4) Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century. 133 551 134, 259, 401, 472, 496, 549 297 303 297 303 11 (5) Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state. 80 80 11 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. 11 (1) List the purpose and the effects of the Open Door policy. 364 376 364 11 (2) Describe the Spanish-American War and U.S. expansion in the South Pacific. 11 (3) Discuss America s role in the Panama Revolution and the building of the Panama Canal. 357 364, 376 358 363 366 371 366 368, 378 379 11 (4) Explain Theodore Roosevelt s Big Stick diplomacy, William Taft s Dollar Diplomacy, and Woodrow Wilson s Moral Diplomacy, drawing on relevant speeches. 368, 370 369, 371, 949 368 369, 370 371, 948 949 11 (5) Analyze the political, economic, and social ramifications of World War I on the home front. 432 436, 441 432 436, 441 11 (6) Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II. 638 639, 644 642, 651 641 642, 645 648 Education on Feb. 6, 2002. 4

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 11 (1) Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 480, 485 489, 502 503, 529 11 (2) Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey s backto-africa movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks. 471, 480 473, 474, 489, 502 485 489, 524 526 471 473, 481 485, 487 488 11 (3) Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition). 467 473 467 469 11 (4) Analyze the passage of the Nineteenth Amendment and the changing role of women in society. 394, 407, 452 453 407, 458, 474 407, 453 454 11 (5) Describe the Harlem Renaissance and new 459 465, trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes). 474 475 459 465, 477 11 (6) Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture. 459 465, 474 459 461 11 (7) Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape. 491, 498 497, 501, 502, 505 491 497, 498 499, 504 505 Education on Feb. 6, 2002. 5

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. 11 (1) Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s. 498 501, 502, 512 498 501, 508 510, 512 11 (2) Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis. 498, 524, 536 501, 502, 512, 529, 530 499 501, 512, 524 527, 536 540, 542 544 11 (3) Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California. 513, 520 518, 523 513 518, 520 522 11 (4) Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam). 536, 545 544, 551, 560 561 536 544, 545 551 Education on Feb. 6, 2002. 6

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (5) Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California. 554, 772 559, 560, 776, 786 554 556, 772 773 11 11.7 Students analyze America s participation in World War II. 11 (1) Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor. 585 589, 590 591 585 589 11 (2) Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge. 600, 614 608, 621 601 608, 614 620 11 (3) Identify the roles and sacrifices of individual 595, 623 599 595, 605, American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers). 627 628 11 (4) Analyze Roosevelt s foreign policy during World War II (e.g., Four Freedoms speech). 11 (5) Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America ) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans. 600 589 589, 600 594, 623 599, 629, 630 631 594 595, 623 629 Education on Feb. 6, 2002. 7

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (6) Describe major developments in aviation, weaponry, communication, and medicine and the war s impact on the location of American industry and use of resources. 594 599 594 596 11 (7) Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki). 620 621, 630 620 621 11 (8) Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy. 11 11.8 11 (1) Trace the growth of service sector, white collar, and professional sector jobs in business and government. 644 651 644 645 Students analyze the economic boom and social transformation of post World War II America. 11 (2) Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California. 668, 671 674 668 669, 671 672 625 629 625 626 11 (3) Examine Truman s labor policy and congressional reaction to it. 680 686, 688 680 684 11 (4) Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan. 738, 745 741, 750, 760 739 740, 746 747, 749 750 11 (5) Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War. 536, 558, 594, 796 544, 560 561, 599, 630 536 540, 594 597, 796 Education on Feb. 6, 2002. 8

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (6) Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions. 781 785, 789 781 784, 788 789 11 (7) Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, 669, 913 665, 674, 688, 917 advances in medicine, and improvements in agricultural technology. 664 665, 669 671, 913 914 11 (8) Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles). 675, 777 679, 688 689, 780, 786 675 679, 777 780 11 11.9 Students analyze U.S. foreign policy since World War II. 11 (1) Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order. 637, 915 916 637, 915 916, 950 951 11 (2) Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War. 647 651 647 648, 660, 757 758 Education on Feb. 6, 2002. 9

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (3) Trace the origins and geopolitical 634 635, consequences (foreign and domestic) of the Cold War and containment policy, including the following: The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting The Truman Doctrine The Berlin Blockade The Korean War The Bay of Pigs invasion and the Cuban Missile Crisis Atomic testing in the American West, the mutual assured destruction doctrine, and disarmament policies The Vietnam War Latin American policy 11 (4) List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the nuclear freeze movement). 751 642, 651, 656, 661, 662 663, 759, 761, 796 636 342, 644 651, 653 656, 657 661, 751 757, 795 796, 873 874 649, 805 651, 811 649 951, 805 808 11 (5) Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War. 873, 883 875, 887 873 874, 880 881, 883 885 11 (6) Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War. 855 857, 887, 909 853 857, 886 887, 906 907, 908 909 11 (7) Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues. 915 917 915 Education on Feb. 6, 2002. 10

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 11.10 Students analyze the development of federal civil rights and voting rights. 11 (1) Explain how demands of African Americans 595, 623, helped produce a stimulus for civil rights, 698 including President Roosevelt s ban on racial discrimination in defense industries in 1941, and how African Americans service in World War II produced a stimulus for President Truman s decision to end segregation in the armed forces in 1948. 629 623 625, 682, 698 699 11 (2) Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209. 698 703 140 141, 334, 698 703, 854 855 11 (3) Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education. 712 712 713 11 (4) Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. s Letter from Birmingham Jail and I Have a Dream speech. 701, 709, 722 708, 714, 721, 727 701 702, 704 708, 709 710, 713 714, 717 718, 722 724 Education on Feb. 6, 2002. 11

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (5) Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities. 703, 771 714, 776, 786 702 703, 713 714, 771 776 11 (6) Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process. 718 721, 728 718 721, 727 11 (7) Analyze the women s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women. 131 133, 337, 403, 764 134, 341, 407, 408, 769, 796 337 341, 402 407, 764 769, 878 11 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. 11 (1) Discuss the reasons for the nation s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. 747, 910 750, 917, 918 919 747, 910 912 11 (2) Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy). 642, 661 663, 687, 819 642, 661, 687, 740, 743, 745, 812, 847 Education on Feb. 6, 2002. 12

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 (3) Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure. 764 769 764 768 11 (4) Explain the constitutional crisis originating from the Watergate scandal. 11 (5) Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates. 838 844, 858 859 781 785, 786, 789 838 844 781 784, 788 789 11 (6) Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies. 745 746, 749 750, 895, 896 11 (7) Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to- Sunbelt migration, international migration, decline of family farms, increases in out-ofwedlock births, and drug abuse. 747 750, 891 673 674, 747, 866 867, 878 880, 890 891 Education on Feb. 6, 2002. 13

Grade Text of Introduced Practiced Taught to Y N Local Education Agency Historical and Social Sciences Analysis Skills The intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve. They are to be assessed only in conjunction with the content standards in grades nine through twelve. In addition to the standards for grades nine through twelve, students demonstrate the following intellectual, reasoning, reflection, and research skills. CHRONOLOGICAL AND SPATIAL THINKING 11 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 60, 301, 362, 383, 453, 526, 557, 829 60, 301, 362, 383, 453, 526, 557, 829 11 2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. 217 217, 287 217, 286 387 11 3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. 217 22, 149, 217, 264, 287, 300, 455 22, 148 149, 217, 264, 286 287, 289, 300, 451, 455 11 4. Students relate current events to the physical and human characteristics of places and regions. 783, 901 909 783, 901 909 Education on Feb. 6, 2002. 14

Grade Text of Introduced Practiced Taught to Y N Local Education Agency HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW 11 1. Students distinguish valid arguments from fallacious arguments in historical interpretations. 687, 770 687, 770 687, 770 11 2. Students identify bias and prejudice in historical interpretations. 326, 770 326, 770, 787 326, 770, 787 11 3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an 354, 483, 639, 749 analysis of authors use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 354, 483, 639, 749 354, 483, 639, 749 11 4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. xxxvii, 99, 519, 687, 845 xxxvii, 99, 519, 687, 845 xxxvii, 99, 519, 687, 845 HISTORICAL INTERPRETATION 11 1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 371, 757, 856 371 371, 757, 856 11 2. Students recognize the complexity of 643 643 643 historical causes and effects, including the limitations on determining cause and effect. 11 3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 145, 580 145, 580 145, 580 Education on Feb. 6, 2002. 15

Grade Text of Introduced Practiced Taught to Y N Local Education Agency 11 4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 420 420 420 11 5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 397, 781 785 397, 781 785 11 6. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy. Publisher Notes/Additional Comments (note to publishers: please include grade level/standard when listing comments): Education on Feb. 6, 2002. 16